The meeting began with an in-depth presentation of assessment data from the previous academic year, highlighting the achievements of multilingual learners. Dr. Tutoro and his team reported notable progress among these students, with 54 out of 58 returning students showing growth in their ACCESS scores, which assess English proficiency across various competencies. The board applauded these results, emphasizing the tailored educational approaches and ongoing monitoring strategies that contributed to this success. The presentation also underscored the importance of professional development for teachers, particularly in sheltered instruction, to better support multilingual learners.

Attention then turned to the NJGPA assessment results for 11th-grade students, where Mahwah’s performance surpassed state averages. Of the 222 students tested, 94% were deemed graduation-ready in English Language Arts (ELA), compared to the state’s 81%. Mathematics scores also impressed, with 80% of students meeting graduation requirements, well above the state’s 58% average. Despite these strong results, the board acknowledged areas for improvement, particularly a slight dip in male student performance, and committed to addressing these disparities through targeted interventions and curriculum alignment.

The meeting further addressed curriculum evaluations, revealing a commitment to enhancing educational strategies, especially in mathematics where a slight decrease in performance was noted. The introduction of a new ELA supervisor was highlighted as a positive step towards improving lesson planning and teacher implementation. The board emphasized the need for small group instruction and early interventions, starting from eighth grade, to prepare students for high school challenges.

Graduation statistics were also discussed, with all 206 seniors graduating. The board reviewed various assessment options available to students, including substitute competency tests, and noted trends in standardized test participation. Approximately 70% of graduates took the SATs, while 21% opted for the ACT, a decision influenced by recent changes in test formats and the lingering effects of the pandemic’s test-optional policies.

The board celebrated the success of Advanced Placement (AP) courses, with 28 students achieving a 93.3% success rate in scores above three. Specific subjects like AP European History and a combined macro and microeconomics course garnered praise for their impressive average scores. Post-secondary plans for graduates were also highlighted, with 96.6% pursuing further education or career training.

One focus of the meeting was the integration of multilingual education within the district’s broader curriculum. The transition from a high-intensity district to a sheltered instruction model was discussed, allowing all teachers to be trained in strategies that support multilingual learners. This approach ensures that these students can remain in academic classes without missing critical content, ultimately benefiting the entire student body through the cross-fertilization of knowledge.

Infrastructure projects were another significant topic, with updates from the finance committee on essential projects like HVAC systems and school roofs. A project list is being prepared for state submission, and board members were encouraged to contribute suggestions to ensure comprehensive planning. The introduction of a new science curriculum at Joyce Kilmer School was also reported, responding to increased demand for science instruction by considering daily schedules for core subjects.

The meeting concluded with a celebration of instructional strategies at Mahwah High School, where a shift to small group instruction in mathematics has enhanced student confidence and motivation. The board also approved the establishment of a behavioral disabilities classroom at Lape School.